Dissertations / Theses: 'School administrators'

1

Hart, Jacquelyn D. "Differences in attitudes and educational philosophy of selected and nonselected applicants for public school administrative positions." Gainesville, FL, 1985. http://www.archive.org/details/differencesinatt00hart.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Rosen, Jane Ehrenberg. "The ways women lead school districts in New York, New Jersey, and Connecticut /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353910.

Full text

Abstract:

Thesis (Ed.D.) -- Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Francis A. J. Ianni. Includes tables. Includes bibliographical references (leaves 171-189).

APA, Harvard, Vancouver, ISO, and other styles

3

Jeffords, Charles W. "Personal and Institutional Factors Affecting School Administrators' Career Advancement Decisions." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1220625880.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Kelly, Joseph Pierre. "Route to administrative licensure perceptions of preparation regarding traditional and examination route assistant principals /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971755291&sid=11&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ullian, John Andrew. "Legal issues of public school administrators in Massachusetts." Thesis, Boston University, 2006. https://hdl.handle.net/2144/32005.

Full text

Abstract:

Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Schools and school officials are not immune from the substantial increase in litigation that has occurred over the past few decades in the United States. Public school administrators need to understand the laws that affect their daily decisions and actions. However, most of the available resources on the law are designed for attorneys and other legal experts. The objective of this project is to create a single text for Massachusetts public school administrators that addresses the major legal issues, las and court rulings that apply to their daily decisions and actions. This publication is not designed for attorneys. It is intended to be reader-friendly, and therefore the legal jargon is kept to a minimum. Please note that this text is for informational purposes only and is not intended as legal advice. If you are in need of legal advice, you should contact an attorney. The process for determining the appropriate content for this publication involved initial research on the primary legal issues facing public school administrators, and also interviewing several Massachusetts public school administrators for their input. (A description of the study and the findings is in Appendix A.) Once the subject matters were determined, extensive legal research and analysis were conducted to find appropriate court decisions, statutes, administrative regulations, arbitration rulings and articles relevant to the selected subject areas. When this was done, the dissertation was written covering the following topics: public school administrators' need to understand tre law; an overview of the legal system; issues related to teachers, such as hiring, firing and suspensions; issues related to students, such as student discipline, suspensions and expulsions, and special education; students' constitutional rights; other important matters for school administrators, such as the requirements for reporting abuse, student records and individual liability; and worthwhile resources including contact information. This publication is intended to be a valuable resource for Massachusetts public school administrators. They will obtain an understanding of the relevant laws, and this knowledge will enable them to be more effective administrators and more comfortable in addressing the numerous issues they face on a daily basis.
2031-01-02

APA, Harvard, Vancouver, ISO, and other styles

6

Smith, Barbara S. "The role of women in Christian school administration." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Levitov, Deborah Detenbeck Budd John. "Perspectives of school administrators related to school library media programs after participating in an online course, "School library advocacy for administrators"." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6173.

Full text

Abstract:

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. John M. Budd. Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

8

Porter, Katherine L. "The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=436.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains x, 166 p. Includes abstract. Includes bibliographical references (p. 139-147).

APA, Harvard, Vancouver, ISO, and other styles

9

McQuestion, Rebecca J. "How School Administrators Respond to Teacher Affect." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133828.

Full text

Abstract:

The teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers’ classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system.

The present case study examined four middle schools in a school district in Southern California. Four principals, four assistant principals, six teachers, and one superintendent of human resources were interviewed. Classroom observations with administrators were also conducted. Previous terms used to describe negative teacher affect have been teacher bullying, student maltreatment, and student victimization. Teacher affect was chosen to delineate the behaviors rather than the intentionality.

The findings suggest administrators look to the students and their interaction with the teacher to help recognize positive or negative affect. Although no formal training takes place, much informal collaboration among administrators happens behind the scenes to decide on how best to support a teacher demonstrating negative affect. All participants agreed the best way for administration to encourage positive affect was by modeling it themselves with staff and students. Creating a positive school environment for staff and students was important and most participants noted the belief of positivity coming from the top, at a district level, and flowing down into the classrooms. The suggestions for the educational community are concepts that can be implemented simply and economically to support a positive learning environment.

APA, Harvard, Vancouver, ISO, and other styles

10

Semel, Ellen. "Storytelling, Blogging, and Empathy in School Administrators." Thesis, Hofstra University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256300.

Full text

Abstract:

This study examines whether or not empathy can be increased in school administrators through blogging. Five school administrators blogged for three months, shared posts with each other, and used narrative writing techniques. A mixed methods analysis was completed. The Davis Interpersonal Reactivity Index was administered as a pre and posttest. Results were calculated using a dependent t test. No statistical significance was found. The quantitative analysis was completed using a computer assisted qualitative data analysis program called MAXQDA. The analysis revealed that the majority of posts included reflection, an essential element of empathy. Currently, school administrators have been tasked with the dual roles of leadership and management. Their interpersonal skills, especially empathy, must be honed to ensure their efficacy. The study was modeled on research completed in the medical field using physicians in training. Results from the medical field showed that blogging did increase the physicians’ capacity to change perspectives and to reflect. The difference between blogging for physicians and school administrators, though, is that blogging also served as an easy way for administrators to establish a communication and professional network. Perhaps, through blogging, it is possible to increase the administrator’s capacity for reflection, perspective taking, and ultimately, for empathy for all of their stakeholders.

APA, Harvard, Vancouver, ISO, and other styles

11

Agado, Gloria Ale. "Staff development in effective border schools /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Witten, Harm P. "School administrators' beliefs regarding the relationship between school improvements and formal school registration." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/872.

Full text

Abstract:

In 2004, the Government of Western Australia introduced an inspection-type formal school registration process for Non-Government (Independent) Schools, fulfilling the legislative requirement of a new School Education Act of 1999 (Part 4, Sec.159). This formal school registration process featured twelve criteria that are used to evaluate the quality of education. The government claimed that it would ensure a good education for all students in Western Australian, including those students enrolled in Independent Schools. However, very little is known about this formal school registration process, the twelve criteria used in it, or even if school administrators believe that it has helped make improvements at their schools. This study examined a new formal school registration process and investigated the beliefs of School Administrators at Non-Government (Independent) Schools in Western Australia to the relationship between formal school registration and school improvement. It considered those beliefs according to the government’s twelve criteria of formal school registration: (1) Governance; (2) Financial Viability; (3) Enrolment and Attendance; (4) Number of Students; (5) Time Available for Instruction; (6) Staff; (7) School Infrastructure; (8) Curriculum; (9) Student Learning Outcomes; (10) Levels of Care; (11) Management of Disputes and Complaints; and (12) School Compliance with Written Laws. A questionnaire based on these twelve criteria was designed with five items per criterion, each answered in two perspectives (what was expected and what actually happened), and conceptually ordered from easy to hard, making an effective item sample of 120. All 150 primary and secondary non-government schools were invited to participate between 19th March 2011 and 30th November 2011, but only 110 school administrators answered the questionnaire, and only 60 (approximately 56%) completed all twelve parts of the questionnaire. Fourteen School Administrators agreed to participate in one-on-one interviews. Two unidimensional, linear scales were created using Rasch measurement: (1) School Administrators’ Beliefs That Actual School Improvements Were Due to Formal School Registration (48 items); and (2) School Administrators’ Beliefs That Expected School Improvements Would be Due to Formal School Registration (42 items). Items that were easy and hard were identified from the scales. Twenty-four Guttman scales were created: one for each of the twelve registration criteria by actual improvements (12 scales) and by expected improvements (12 scales). Easy and hard items were identified and they supported the Rasch scale results. The measures were analysed against seven independent variables (gender, school size, school type, school location, qualification, age and seniority). The interview data were analysed by the Miles and Huberman method in which themes or issues were created, and supported by the data. The Rasch scales, the Guttman scales, the correlation analysis and the interview data analysis produced many interesting results that are discussed and explained. School Administrators responded positively, as well as negatively, with beliefs that school improvements were due to the formal school registration process. There were differences in School Administrator beliefs in large and small schools, and in remote and metropolitan schools. The influence of school culture on school improvements due to formal school registration was highlighted by the School Administrators in non-government schools. School Administrators and Policy Officers should take note of these results.

APA, Harvard, Vancouver, ISO, and other styles

13

Bettesworth, Leanne Rae. "Administrators' use of data to guide decision-making /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192187491&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. "This study builds on an emerging body of research literature that sites the importance of data driven decision-making in creating more effective schools ... The purpose of this study is to determine if participation in training sessions that teach pre-service administrators how to use statistics significantly increases their ability and efficacy in using data for decision making ... Findings from this study will inform training, instruction, and practical applications in data analysis and data based decision-making in the Initial Administrative Licensure (IAL) program at the University of Oregon and similar leadership training and preparation programs"--Introd. Includes bibliographical references (leaves 154-160). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

14

Averback, Sheila R. "School business partnerships : the school board's perspective /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808425.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Cox, George Stanley. "Standards for school leaders considering historical, political, and national organizational influences /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/COX_G_58.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Beckham, Julius E. "Zero Tolerance Discipline Policies: Urban Administrators’ Perspectives." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250212346.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Quinn, Nathaniel Eugene. "Factors that encourage or discourage African-Americans in attaining educational administrative positions in Missouri /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Flicek, Shanna. "Administrators' perceptions of the role of school psychologists." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004fliceks.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Corbett, Matthew Clive. "A case study exploring the role of middle leaders in an international school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198879.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Maier, William E. "A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/783.

Full text

Abstract:

The main purpose of this study was to develop a demographic/financial profile of retired Oregon public school administrators and to determine the relationship between these profile factors and the degree to which financial needs are met, the level of perceived financial satisfaction, and the level of perceived life satisfaction. Another purpose was to define those financial issues which impact the retired administrator and would be helpful in developing guidelines useful for pre-retirement planning and education. The subjects selected for the study were the 295 retired Oregon public school administrators known to the Confederation of Oregon School Administrators who had retired prior to September 1984. Thirty-two questions were asked in an attempt to gather data regarding three major areas: biographical information, financial information, and perceptions of financial/life satisfaction. A total of 198 or 67% of the retired administrators surveyed returned a completed survey instrument. Based upon the results, a demographic/financial profile evolved for the sample population. Moreover, a significant relationship was found to exist between sex, health rating, the ability to keep pace with inflation and the degree to which financial needs are met. Sex, health rating, the level of pre-retirement income, the ability to keep pace with inflation and the point at which retirement planning began were found to relate significantly with the perception of financial satisfaction. A significant relationship was also found to exist between health rating, the level of pre-retirement income, the ability to keep pace with inflation and the perception of life satisfaction. The degree to which financial needs are met related significantly with the perception of financial satisfaction and perception of life satisfaction. Finally, a significant relationship was also found to exist between the perception of financial satisfaction and the perception of life satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

21

Chatwin, Nicole Erica. "Personality Traits and Leadership Style among School Administrators." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744834.

Full text

Abstract:

Educational administrators are expected to provide guidance to various stakeholders within the school environment. Educational administrator personality traits and leadership style were the focus of this study. Two research questions guided the focus of the current study. The first question examines the association between the degree of the transformational leadership style, the transactional leadership style and the laissez-faire leadership/non-leadership style and the magnitude of the Big Five personality traits of California unified school district administrators. The second question explored the relationship between educational administrator school type (elementary, middle and high school) with leadership style as well as personality traits. Although several studies focus on leadership style and personality traits independently, little is known about the interaction between school administrator’s leadership style in relation to their personality traits. Additionally, few studies have investigated the relationship between administrator school type (elementary, middle and high school) with leadership style as well as personality traits. This quantitative study utilizes a self-report survey design with a sampling of 376 California unified school district educational administrators. Study data was collected using the Multi-Factor Leadership Questionnaire (MLQ:5X – Self) to measure leadership style as well as the Tem Item Personality Inventory (TIPI) used to measure personality traits. Findings from this study indicate a statistically significant relationship between educational administrators’ leadership style and personality traits. Furthermore, results indicate a statistically significant difference detected between the educational administrators’ school type (elementary, middle, high school) and leadership style in relation to their personality traits.

APA, Harvard, Vancouver, ISO, and other styles

22

Watters, Janice Gail. "The nature of stress amongst urban school administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ45163.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Bolles, Elliot Foster. "Leadership Characteristics of Military Veterans as School Administrators." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50934.

Full text

Abstract:

The Troops to Teachers (TTT) program was created in 1994 to provide funds to recruit and support former members of the military as teachers in high-poverty schools. Most of the research on TTT participants has been positive, and leadership is often mentioned as an important factor in participants' successes. A number of these military veterans have moved from the classroom into school administrative positions. Initial research on these administrators based on the ISLLC standards has been positive. This multiple case study drew from interviews and surveys with 15 former military veterans currently administrating in K-12 schools to increase our understanding of the experiences and values that they bring to the classroom. It relied on Stake's (YEAR) case study methodology to surface findings. The five findings, presented in order of strength of evidence, include: 1) Participants' overarching leadership philosophy was taking care of the people. 2) The leadership that participants had witnessed in both the military and in education influenced their own leadership. 3) Not all of the participants utilized TTT. 4) Participants had classroom experiences that were consistent with previous research on new teachers. 5) The veterans' values as they relate to trust, delegating responsibility, accountability, and beliefs in service, merit future inquiry. These values, along with "taking care of their people", appear to be the commonality between the two seemingly incongruent cultures of the military and education. This study has implications for future research and educational leadership training both at the university and district levels.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

24

Moran, Kelly A. "Teacher Empowerment: School Administrators Leading Teachers to Lead." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1443197279.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Ishida, Mace Akira. "An analysis of school administrators' power strategy styles /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487857546385662.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Myers, Robert C. "Blueprint II do administrators share our vision? /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999myersr.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Penny, Andra Jones. "The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278813/.

Full text

Abstract:

The purposes of this study were to explore the leadership styles and personality types of Texas elementary administrators. The Leader Effectiveness and Adaptability Description-Self (LEAD-Self) assessed the leadership style and adaptability of the administrators. The four identified styles were Telling/Directing, Selling/Coaching, Participating/Supporting, and Delegating. The MBTI measured 16 combinations of 4 personality types which included Extrovert or Introvert, Sensing or Intuition, Thinking or Feeling, and Judging or Perceiving. The sample was 200 Texas elementary administrators: 100 with early childhood certification and 100 without early childhood certification. A chi-square test of independence was utilized. Findings included: (a) A majority of Texas elementary administrators in both groups had a Selling/Coaching or Participating/Supporting leadership style; (b) Leadership adaptability scores of both groups were equivalent; (c) Most Texas elementary administrators had Introvert/Sensing/Thinking/Judging and Extrovert/Sensing/Thinking/Judging personality types; (d) Administrators with early childhood certification had a higher percentage of Intuitive personality types, while administrators without early childhood certification had a predominance of Sensing types; (e) A large percentage of administrators which had Participating/Supporting leadership styles had Feeling personality types; (f) No significant relationship between leadership styles and personality types was found in either group; and (g) No significant relationship between leadership adaptability and personality types was found in either group. Recommendations included: (a) further study to investigate the role of gender in leadership style and personality type; (b) further study to determine if elementary administrators have higher adaptability scores than secondary administrators; (c) further study to determine if elementary administrators have different leadership styles than secondary administrators; (d) further study to determine if elementary administrators have different personality types than secondary administrators; (e) further study to determine if leadership adaptability scores accurately portray an administrator's effectiveness; and (f) provide opportunities for future and practicing administrators to assess their leadership style, leadership adaptability, and personality type.

APA, Harvard, Vancouver, ISO, and other styles

28

Noguchi, Sara F. "District -based professional development for secondary administrators." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2516.

Full text

Abstract:

The following paper includes a literature review summarizing the following: the evolving role of the principal, the need for professional development, the need for improved professional development, and district-based professional development models. Studies generally focus on aspiring principals and those recently hired into the position. Ongoing development for experienced principals appears to be the most neglected, least developed component of principal preparation. The study was designed to add to the limited knowledge base on district-based professional development models for secondary administrators. This study utilized both quantitative and qualitative research methodology. Quantitative methods included both correlation and descriptive research. The purpose of this study was to determine whether, and to what degree, a relationship exists between participation in various professional development activities and principals perceived competencies in the five leadership standards. Descriptive research describes the extent to which principals express a need for further professional development of the various activity types. Qualitative research describes the recommendations principals make to increase the usefulness of the professional development activities. Participants included all secondary principals and vice principals in the Coastal Mountain Unified School District (CMUSD) for the 2003–2004 school year. This included 11 principals and 26 vice principals. Findings from this study revealed the following: (1) the majority of the activities offered through the Leadership Development Institute revealed a statistical significance greater than zero between participation in activity and the perceived competency levels, (2) principals perceived their skills in five leadership standards to be higher than the vice principals, (3) administrators expressed a need to continue the interactive nature of the professional learning activities especially as it relates to building collaborative teams and working in the area of supervision and instructions, (4) 85% of the principals indicated that participation in the activities related to skill development in supervision and evaluation had a moderate to large impact on their skills, (5) two-thirds of the respondents expressed a need for support in understanding campus climate issues, addressing racism and creating collaborative school environments, (6) the majority of the respondents felt that the content of the Leadership Development Institute was highly appropriate and very valuable.

APA, Harvard, Vancouver, ISO, and other styles

29

Harrison, Bradford Lee. "The perceptions of teachers and school administrators of school effectiveness in 11 schools in a southern Mississippi school district." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-143003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Durocher, Elizabeth Antoinette. "Leadership orientations of school administrators : a survey of nationally recognized school leaders /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11895007.

Full text

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 124-134).

APA, Harvard, Vancouver, ISO, and other styles

31

Britt, Carlesia. "Middle School Teachers and Administrators' Views Concerning the Prevention of School Violence." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7124.

Full text

Abstract:

Over the years, school violence has gained attention due to an increase of aggressive behaviors and actions within school systems across the United States. As a result, it has prompted school districts to develop plans that address school violence efficiently to promote safe school environments. There is gap in current literature as it pertains to addressing school violence in the middle school setting. The purpose of this study was to explore the views of teachers and administrators concerning effective ways to implement proactive prevention strategies to attain better approaches to preventing school violence. This case study methodology were framed by Bronfenbrenner's ecological theory to determine the association between school violence, students, parents, teachers, administrators, and other middle school staff members. Data were collected through 8 individual, structured, participant interviews with the use of an audio recorder. The resulting data were hand coded to create themes. The results of this study indicated that the middle school administration is failing to administer adequate and proper training to address school violence for their teachers, which has become a major concern. The study findings also indicated that the collaboration of teachers and administrators presented some issues when addressing and managing school violence occurrences. The results of this study could influence positive social change by supplying modernized information concerning the preventions of school violence from the outlook of middle school teachers and administrators.

APA, Harvard, Vancouver, ISO, and other styles

32

Long, Leanne Freeman. "Instructional leadership perceptions of Mississippi career and technical education administrators and teachers /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Ivery, Daphney Denise. "Why are women with leadership certification not pursuing school-level leadership positions." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/daphney_d_ivery/ivery_daphney_d_200808_edd.pdf.

Full text

Abstract:

Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. ETD. Includes bibliographical references (p. 120-129) and appendices.

APA, Harvard, Vancouver, ISO, and other styles

34

Finn, Margaret M. "Relationships between central office administrators and building principals in effective school districts /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Swift, Candice E. Lugg Elizabeth T. "Impact of the Illinois Principals Association Administrator Mentoring Program on the professional practice of new administrators." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196675.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Elizabeth Lugg (chair), Al Azinger, Paul Vogt, Fred Singleton. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

36

Hartseil, Charles Baker Paul J. "Perceptions of the role of the school psychologist by administrators and school psychologists in Illinois public schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806858.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 24, 2005. Dissertation Committee: Paul J. Baker (chair), John L. Brickell, Ronald L. Laymon, Mary Ann Lynn, Mark E. Swerdlik. Includes bibliographical references (leaves 112-124) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

37

Jones, Carmen L. "Attitudes of K-12 School Administrators Toward Speech-Language Programs in Public Schools." UNF Digital Commons, 2009. https://digitalcommons.unf.edu/etd/528.

Full text

Abstract:

This study examined K-12 school administrators' attitudes toward speech language pathology services in public schools. Elementary, middle, and secondary school based administrators, employed in 63 school districts throughout Florida, were solicited to participate in the study in a letter of invitation generated by a web-based design program, Enterprise Feedback Management (EFM) Community. Administrators volunteering in the study were given an assurance of confidentiality and fair treatment concerning their participation. A survey instrument, the Scale of Educators 'Attitudes toward Speech Pathology (SEASP) consisting of 10 demographic items and 34 positive and negative statements about speech and language programs in schools was used to gather data. Participants were asked to provide their reactions along a favorable/unfavorable continuum to the survey. The results obtained from this study duplicated measurements used by previous researchers and examined the mean scores and standard deviations of item responses. Analyses of"between group" and "within group" differences examined attitudes among variables relative to professional levels, building size, and additional certification areas and were conducted using one-way and two-way ANOV As. Descriptive statistics were included to provide a profile of the participant population - means, frequencies and consensus of responses. Overall, among administrative participants, there existed minimal differences in attitudes toward speech-language pathology programs in public schools. This was true at elementary, middle and secondary levels, and included (as a secondary group) those "other personnel" who might, at times, supervise speech-language pathology professionals. Thus, school administrators generally agreed in their attitudes toward speech language pathology programs. The means of responses measuring attitudes in predetermined categories yielded results that demonstrated a consensus of agreement in the areas of(a) the impact services on student success, (b) program quality, and (c) the role of the speech-language pathologist, respectively. Results yielded no statistically significant differences in respondents' attitudes toward speech-language pathologists among school administrators employed at building sites having small and non-small populations, and among school administrators having, or not having, additional certification in exceptional student education. Because speech-language pathologists are evaluated by school administrators and other non-field personnel, suggestions are provided concerning the use of performance appraisals, ways to enhance the quality and delivery of school services, and enhancing university programs in communication sciences and disorders, to include components in supervision.

APA, Harvard, Vancouver, ISO, and other styles

38

Blakesley, Simon C. "Creating and designing leadership learning for prospective school administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ49162.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Harris, Gail Ann. "The Regular Education Initiative: Perspectives of Arizona school administrators." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184715.

Full text

Abstract:

The purpose of this study was to identify the attitudes of unified school district administrators regarding a merger of special and regular education as proposed by some educators who support the Regular Education Initiative (REI). The REI is a position statement generating from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, that calls for a new partnership between regular and special educators in addressing the needs of all children with learning problems, including those with handicapping conditions. The study elicited responses from 229 administrators in Arizona during the 1988-89 school year. A survey instrument was used to obtain information from the administrators regarding their opinions on items within six categories of consideration (student, instructional, funding, teacher, administrative, and current program) that have implications for a merger. Administrators were also asked to indicate their overall support for a merger and to rate its feasibility and desirability based on each of the six categories of consideration. Statistical analyses revealed significant differences among the three administrator groups regarding the responsibility, role, and directorship of special education in the education of students with learning problems; the willingness of regular education teachers to work with students with handicaps; the benefit of a merger for nonhandicapped low-achieving students; and their rationale for changes in the current special education system. Additional significant differences were found regarding administrators' perceptions of the feasibility of a merger when the analysis was based on district size. Administrators were equally divided in their support for a merger. Most administrators indicated that regular classroom teachers were ill-prepared to educate students with handicaps and would not favor a merger. Administrators expressed strong support for waivers of federal state rules and regulations to implement merged systems experimentally and indicated that no major changes should be considered until results from evaluation studies were available. Results of this study hold implications for policy makers, researchers, teacher trainers, and school administrators.

APA, Harvard, Vancouver, ISO, and other styles

40

Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.

Full text

Abstract:

Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.

APA, Harvard, Vancouver, ISO, and other styles

41

Estes, Ronald James. "California school administrators and school board presidents' perceptions of grade level organization in school districts." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2772.

Full text

Abstract:

The purpose of this study was to determine which factors associated with particular school configurations are considered when "reconfiguring" suburban and rural school districts. Superintendents, site administrators, and school board presidents from suburban and rural California school districts of no less than 800 and no more than 6,000 ADA served as the population for this study. A survey questionnaire was developed and sent to superintendents, site administrators and school board presidents in school districts that had considered reconfiguration in the last ten years. Within the questionnaire, perceptions towards factors related to grade configuration were explored. Open-ended questions and in-depth interviews were also conducted by the researcher. The typical survey respondent was between 45 and 49 years of age, Caucasian (over 90%) and had an average education at the master's degree level. The typical school district of the respondents had an enrollment between 2,000 and 2,999. Respondents indicated that their districts had been reconfigured within the last three years. The five most cited factors were: To better meet the needs of children, Desire to improve academics, Overcrowded conditions, Building a new school, and Evaluation of the education program. Responses to the open-ended questions revealed that there is not consistent support for any particular grade level organization. Responses to the open-ended questions also revealed that overcrowding and a lack of adequate facilities significantly hastened district efforts in reconfiguration. The recommendations from this research to district policy makers are: (1) Be thorough in the study of district reconfiguration, survey all groups but remain focused on the issues brought forth in this study, (2) Decision makers should consider the research but not allow the dialog regarding district reconfiguration to become muddled by its conflicting findings and recommendations, (3) Prioritize what you wish to accomplish when reconfiguring and stay focused on those issues, and (4) Decisions should be based on local concerns and needs.

APA, Harvard, Vancouver, ISO, and other styles

42

Punsak, Vongkasikorn McCarthy John R. "Leadership and management characteristics of administrators of private vocational institutions in Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633404.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry Kennedy, David Tucker, Lemuel Watson. Includes bibliographical references (leaves 104-109) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

43

Powell, Susan T. "Leadership and School Success: The Practices and Behaviors of Principals in Successful At-risk Schools." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29892.

Full text

Abstract:

Students in many at-risk schools are not achieving at the same academic levels as their counterparts in middle-class schools. Many live in poverty, lack background experiences that would help them be successful, have parents who have not completed high school and may not speak English as their first language. The challenge for educators is how to ensure these students are successful despite these obstacles. This is even more critical today due to the rigid standards set by both state and federal legislation with the advent of the Standard of Learning tests in Virginia and the federal No Child Left Behind legislation. Students not meeting these standards will not be eligible to graduate from high school, a prerequisite for social and economic success in our society. A review of the literature indicates that the behaviors and practices of the principal influence and contribute to the success of students and leads to the thesis of this study: Effective leadership contributes to school success. Two key questions are asked: "What are the leadership behaviors and practices of principals in highly successful school with high concentrations of at-risk students?" and "How do principals in these schools influence the learning outcomes to close the achievement gap?" This study answers these questions by examining the behaviors and practices of principals in successful at-risk schools with a study of one successful at-risk school supported by a survey of the teachers in that school and two other successful at-risk schools. The findings led to some of the following conclusions: the vision of the principal is paramount for school success; the culture of the school must be as nurturing to teachers as the students; the teaching of the curriculum is foremost; the principal protects time for teaching and provides programs to address individual students' differences; the culture must embrace families as it does teachers and students; the principal is sometimes a "benign dictator" who makes decisions without the consideration of the teachers, and the primary job of the principal is instructional leader. Some of the recommendations propose that principals in at-risk schools know and articulate a vision for their schools success; create a warm and nurturing environment for all stakeholders; know the curriculum and recognize effective classroom instruction; provide programs that address individual students' needs and time on task for learning; understand when they must be the "benign dictator" instead of a collaborative leader; and use effective managerial skills in order to perform the primary job of principal: instructional leader.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

44

Seelinger, Kathy L. ""I'm right there" central Appalachian women in public school leadership /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1418.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 133 p. : map Vita. Includes abstract. Includes bibliographical references (p. 106-119).

APA, Harvard, Vancouver, ISO, and other styles

45

Reynolds, Sharon Marie. "Alternative school administrators : knowledge of and degree of support for alternative education tenets." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238744.

Full text

Abstract:

The primary purpose of this study was to examine the extent to which Indiana alternative school administrators were knowledgeable of research-supported tenets of effective alternative education and the extent to which they personally supported these tenets. Other purposes included: (a) developing a demographic profile of the administrators, including total population and membership in an Alternative Career Group or Traditional Career Group, (b) testing for possible associations between the two study groups and selected demographic variables, (c) testing for possible differences in knowledge levels between the two study groups, and (d) testing for possible differences in support levels between the two study groups.The study population consisted of 118 licensed administrators employed in public alternative schools in Indiana serving students whose disruptive behavior resulted in the students' removal from traditional schools. Data were collected using a structured questionnaire. Ninety-one surveys were returned, yielding a 77% response rate.Major findings included:1. Administrators did not recognize all tenets that guide the policies of effective alternative schools or all practices that hinder success; the mean knowledge score was 78% of the possible score, indicating moderate knowledge level.2. Administrators' personal support level was slightly lower than the knowledge level; the mean support score was 74% of the possible score.3. Less than one-third of all administrators reported taking college courses pertaining to alternative education.4. Alternative Career Group members had a significantly higher knowledge level of the tenets than Traditional Career Group members; however, no significant difference existed between the groups regarding personal support.Results concerning knowledge and support suggested that some administrators were not guided by the tenets of alternative education espoused in the literature. Moreover, administrators who had a career orientation to this specialization were no more inclined to support the tenets than were administrators without this career orientation. The fact that a relatively low percentage of administrators had completed one or more college courses in alternative education raises questions regarding the degree to which these administrators are adequately prepared to lead their schools. Recommendations are made with respect to additional research and to revising licensing standards for alternative school administrators.
Department of Educational Leadership

APA, Harvard, Vancouver, ISO, and other styles

46

Thomas, Michael. "The secondary principalship: administrators' perceptions of pre- and post-service barriers to effectiveness." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996756860.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Herman, Margaret Ann Brickell John L. Lynn Mary Ann. "Female central office administrators in Illinois personal, educational, professional, and perceived leadership characteristics /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818712.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 7, 2005. Dissertation Committee: John L. Brickell, Mary Ann Lynn (co-chairs), Ronald L. Arnold, Paul J. Baker, Ronald L. Laymon. Includes bibliographical references (leaves 115-117) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

48

Peterson, Merredith Longueville Baker Paul J. Arnold Robert. "An analysis of the competencies and training of the school business official." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227170.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 18, 2006. Dissertation Committee: Paul J. Baker, Robert Arnold (co-chairs), Harold E. Ford, Barbara S. Heyl, Patricia H. Klass. Includes bibliographical references (leaves 145-149) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

49

Greenwald, Marian M. "The nursing education executive position : factors that influence leadership development /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10623978.

Full text

Abstract:

Thesis (Ed. D.)--Teachers College, Columbia University, 1986.
Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Martha HcGinty Stodt. Bibliography: leaves 89-93.

APA, Harvard, Vancouver, ISO, and other styles

50

Cauldwell, Natalie. "School and community members' perceptions of the effectiveness of school district efforts to reduce violence in schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988651.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'School administrators'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles